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This study investigates the interplay between perceived student readiness, perceived support, online learning barriers, and course satisfaction among physical education (PE) students at public universities in Punjab, Pakistan. The primary objective is to determine the impact of these factors on student engagement and satisfaction within online PE programs. A descriptive, cross-sectional design was employed, with data collected from 340 students via self-administered online surveys. Data analysis utilized SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). Results reveal a significant positive correlation between perceived readiness and course satisfaction (β = 0.363, p < 0.000), as well as between the perception of support and course satisfaction (β = 0.304, p < 0.000). Conversely, online learning barriers were found to negatively influence course satisfaction (β = − 0.149, p = 0.003). These findings underscore the importance of enhancing student readiness and institutional support to increase student satisfaction in online PE courses. Addressing these barriers is crucial for fostering a more effective and engaging online learning environment. Further research and interventions are recommended to refine strategies for online physical education delivery.

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Online Learning of Physical Education: Barriers, Perceived Readiness, and Perception of Support on Course Satisfaction

  • 会议论文

  • 发表日期：

    2025年

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  • Tanveer Akhtar,
  • Kang Mea Kee,
  • Eng Hoe Wee

摘要

This study investigates the interplay between perceived student readiness, perceived support, online learning barriers, and course satisfaction among physical education (PE) students at public universities in Punjab, Pakistan. The primary objective is to determine the impact of these factors on student engagement and satisfaction within online PE programs. A descriptive, cross-sectional design was employed, with data collected from 340 students via self-administered online surveys. Data analysis utilized SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). Results reveal a significant positive correlation between perceived readiness and course satisfaction (β = 0.363, p < 0.000), as well as between the perception of support and course satisfaction (β = 0.304, p < 0.000). Conversely, online learning barriers were found to negatively influence course satisfaction (β = − 0.149, p = 0.003). These findings underscore the importance of enhancing student readiness and institutional support to increase student satisfaction in online PE courses. Addressing these barriers is crucial for fostering a more effective and engaging online learning environment. Further research and interventions are recommended to refine strategies for online physical education delivery.